Common Planner
K–12 Standards

Grade 3

Other Virginia Mathematics - VAAP sets

Number, Number Sense, Computation, and Estimation

  • 1

    Match number names to numerals from 0 through 20.  M-3.1

  • 2

    Identify the closest number above or below a given number from 0 through 20.M-3.2

  • 3

    Compare whole numbers from 0 through 20.M-3.3

    1. CC.

      Whole numbers 0 through 20 could be compared with the words “smaller,” “larger,” “same,” or with the symbols <, =, >.M-3.3.CC

  • 4

    Identify and match representations of one half for numbers 2 through 20.M-3.4

    1. CC.

      Representations could include simple pictures, diagrams, models, or other representations for even whole numbers from 0 through 20.M-3.4.CC

  • 5

    Add and subtract whole numbers from 0 through 20.M-3.5

    1. CC.

      Sums for addition problems will not exceed 20.M-3.5.CC

  • 6

    Solve one-step word problems using addition and subtraction.M-3.6

    1. CC.

      Given a context, numbers from 0 to 20 could be added, with their sum not to exceed 20. Whole numbers from 0 through 10 could be subtracted.M-3.6.CC

  • 7

    Identify a product of two whole numbers where one number is 5 or less and the other number is 4 or less.M-3.7

Measurement and Geometry

  • 8

    Match and count coins through 25 cents.M-3.8

    1. CC.

      Complexity ranges from matching pennies, nickels, dimes, and quarters to their values to counting the value of a set of coins with a total value of 25 cents or less.M-3.8.CC

  • 9

    Compare length using simple terms: same, shorter, longer.M-3.9

    1. CC.

      Comparisons could include simple pictures, diagrams, models, or representations that are the same length or 1 to 5 units apart.M-3.9.CC

  • 10

    Compare volume using simple terms: same, more, less, larger, smaller.M-3.10

    1. CC.

      Comparisons could include simple pictures, diagrams, models, or representations that are visibly or measurably the same or different volumes.M-3.10.CC

  • 11

    Determine perimeter of equilateral triangles and squares.M-3.11

    1. CC.

      Equilateral triangles or squares with sides that have lengths from 1 to 5 units could be included. M-3.11.CC

  • 12

    Determine the area of squares and rectangles.M-3.12

    1. CC.

      Squares and rectangles with areas of 4 unit squares up to 16 unit squares could be included. M-3.12.CC

  • 13

    Tell time in whole hour increments using a digital clock, including with context.M-3.13

    1. CC.

      Times could be on the hour, in a.m. or p.m., and the terms noon and midnight could be included. Contexts will relate the time to an appropriate activity.M-3.13.CC

  • 14

    Use attributes of circles, triangles, and squares to identify shapes.M-3.14

    1. CC.

      Circles, triangles, and squares could be presented in simple pictures, diagrams, models, or representations.M-3.14.CC

  • 15

    Identify figures that are the same size and shape.M-3.15

    1. CC.

      Circles of the same size, squares and triangles with the same size and orientation, and squares and triangles with same size and different orientations could be presented.M-3.15.CC

Probability, Statistics, Patterns, Functions, and Algebra

  • 16

    Compare categories represented in picture graphs using simple terms: same, more, less.M-3.16

    1. CC.

      Categories could be presented for comparison that range from having the same amounts to having significantly different or slightly different amounts. M-3.16.CC

  • 17

    Perform basic counting operations including skip counting by 2s and 5s.M-3.17

    1. CC.

      Counting could range from 1 through 20 with simple pictures, diagrams, models, or representations. Skip counting could be by 2s or 5s through 20 and could include finding a missing number or extending a pattern.M-3.17.CC

Frequently asked questions

What grade levels do these standards cover?
Grade 3
Where can I read the official document?
Virginia Essentialized Standards of Learning (VESOL)

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Mathematics - VAAP